Abstract As social networking sites (SNSs) become increasingly pervasive among students, educational information system (EIS) researchers begin to highlight the potential negative effect of SNSs for students. Despite such interest, scholars have paid little attention to the underlying mechanism of EIS to date. By employing two well-known theoretical models (namely, the transactional model of stress and the stressor–strain–outcome framework), we investigated the determinants of excessive SNS usage and how excessive use induces cognitive distraction and consequently influences the academic performance of the students. Using a survey of 505 university undergraduate students who are SNS users and the objective data of their cumulative grade point average, we confirmed four technology characteristics (socialization, social comparisons, enjoyment, and information seeking) as determinants of excessive use. Excessive use of SNS causes cognitive distraction among students, thereby affecting academic performance. Results also showed the interaction effect of the boundary condition, that is, cognitive–behavioral control, which mitigates the deleterious effect of excessive use in relation to cognitive distractions. The outcomes offer significant implications for the strategizing of managers and researchers to reduce psychological problems among SNS users.

中文翻译：

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过度使用社交网站对学习成绩的不利影响：从压力角度解释潜在机制

摘要 随着社交网站 (SNS) 在学生中变得越来越普遍，教育信息系统 (EIS) 研究人员开始强调 SNS 对学生的潜在负面影响。尽管有这种兴趣，但迄今为止，学者们很少关注 EIS 的潜在机制。通过使用两个著名的理论模型（即压力交易模型和压力源-压力-结果框架），我们调查了过度使用 SNS 的决定因素以及过度使用如何引起认知分心，从而影响学生的学业成绩. 通过对 505 名 SNS 用户大学本科生的调查和他们累积平均绩点的客观数据，我们确认了四个技术特征（社交、社交比较、享受、和信息寻求）作为过度使用的决定因素。过度使用社交网络会导致学生的认知分心，从而影响学习成绩。结果还显示了边界条件的交互作用，即认知行为控制，它减轻了过度使用与认知分心相关的有害影响。结果为管理者和研究人员制定战略以减少 SNS 用户的心理问题提供了重要意义。这减轻了过度使用与认知分心相关的有害影响。结果为管理者和研究人员制定战略以减少 SNS 用户的心理问题提供了重要意义。这减轻了过度使用与认知分心相关的有害影响。结果为管理者和研究人员制定战略以减少 SNS 用户的心理问题提供了重要意义。